University of Louisiana Uses Breakthrough Program to Help Younger Kids Excel in Algebra

This news item appeared in the Market Watch section of the Digital Network edition of the Wall Street Journal.

Nov. 29, 2011, 8:25 a.m. EST

LAFAYETTE, La., Nov. 29, 2011 /PRNewswire via COMTEX/ -- In a world where t-shirts say kids are allergic to algebra and low national test scores seem to confirm, the University of Louisiana runs a unique teaching program using a strategy called Hands-On Equations to train teachers and sponsor algebra competitions where middle-school students love and excel in the subject.

Dr. Peter Sheppard, Associate Professor of Mathematics Education, Department of Curriculum and Instruction at the University of Louisiana at Lafayette, wants kids to experience algebra earlier and be excited about it. Thus, he and the University of Louisiana hold annual H.E.A.T. (Hands-on Exposure to Algebraic Topics) Competitions where over 350 kids from 20 middle schools participate.

"We use Hands-On Equations in our teaching and developed H.E.A.T. as a means for teachers to employ this creative instructional strategy in after-school math clubs since curriculum constraints often limit the time teachers can devote to this learning approach in their regular classrooms," remarked Sheppard.

Sheppard is none too soon using the innovative approach either.

According to the 2011 National Assessment of Educational Progress, which tested 4th and 8th graders in math and reading, national test scores show only 40% of 4th graders and 35% of 8th graders received proficient math scores. Louisiana and other states including California, Tennessee, Alabama and The District of Columbia often rank near the bottom.

"Even in this digital age, kids learn algebra concepts faster and in earlier grades when they use tactile items they can see and touch such as Hands-On Equations. This program uses numbered cubes and pawns as well as a representation of a balance scale to model and solve algebraic equations," said Sheppard.

Teachers using the Hands-On Equations program ( http://www.borenson.com ) are thrilled with the results.

"Middle-school students have a hard time understanding and grasping algebraic concepts," says Heather Olson of Edgar Martin Middle School in Lafayette Parish.

"Since I have been using Hands-On Equations, my students love to solve algebraic equations because the approach is like a game. Forty-three students joined our after-school math club. The students understand the representation of the balance on the board, the pawns for the unknown number, and the number cubes for whole numbers. The students are enjoying solving the algebraic equations, especially the extremely long equations," continued Olson.

The H.E.A.T. project is funded through a grant from the Louisiana Board of Regents, Louisiana Systemic Initiatives Program and the State of Louisiana STEM Goals Office.

The program provides participating teachers with professional development in algebra instruction. The students involved in H.E.A.T. learn using Hands-On Equations materials in after-school programs. Some 50 undergraduate students will assist in grading the student papers during the competition.

Dr. Henry Borenson, the creator of Hands-On Equations, will address teachers and be present at this year's H.E.A.T. Competition Awards on December 7, 2011 at the Student Union Ballroom of the University of Louisiana at Lafayette, from 9 a.m. to 1 p.m. Award ceremonies take place from 12:30 - 1 p.m.

Drs. Sheppard and Borenson are available for media interviews. Email Dr. Sheppard at psheppard@louisiana.edu or call 337-482-1514. Contact Dr. Borenson via Heather Harter at 800-993-6284, 404-925-2840 or Heather@borenson.com

About Borenson and Associates:

Borenson and Associates, Inc. provide the Making Algebra Child's play workshop for teachers with students in grades three through nine. Additionally, they present introductory webinars for parents. Even in the digital age, the hands-on approach to learning algebraic concepts is in high demand, as the company celebrates its 25th year in business. The company is based in Allentown, PA.

For information, go to http://www.Borenson.com

Contact:

Heather Harter

Heather@borenson.com

Phone: 800-993-6284

404-925-2840

SOURCE Borenson and Associates, Inc.

Copyright (C) 2011 PR Newswire. All rights reserved

Hands-On Equations Introductory Webinars

Demystifying the Learning of Algebra

Click here for current free webinar offerings. Invite your friends or colleagues to join you.

Overview of Complimentary Introductory Webinar

This webinar will provide an overview of Hands-On Equations. Participants will gain an idea of how equations are represented and solved and how the concepts are applied to the solution of verbal problems.

We will show how the game pieces are used to represent equations such as:

• 4x + 3 = 3x + 9
• 2(x + 4) = x + 10
• 5x + 2(-x) + 3 = x + 9
• 2x = (-x) + 12

In addition, we will provide a glimpse of Hands-On Equations can assist students in solving verbal problems such as:

• Three times a number, increased by 2, is the same as the number increased by 10. Find the number.
• Eight years from now, Tom will be 4 years older than twice his present age. How old is he now?

By participating in this introductory webinar, participants will understand how Hands-On Equations can be of value to them in introducing their students in grades 3 - 9 to basic algebraic concepts. Full-length webinars and full-day workshops are available to provide educators with in-depth training.
New: Verbal Problems Introductory Webinar...also free. Click on the above link for more information.

Learning the Relational Meaning of the Equal Sign

"Students who exhibit the correct understanding of the equal sign show the greatest achievement in mathematics and persist in fields that require mathematics proficiency like engineering."

- Education Research Report Blogspot, citing the research of Robert and Mary Caprano

As Robert Caprano notes students need to see and experience the relational meaning of the equal sign. Young students are quite familiar with its operational meaning, whereby the equal sign is used to indicate the result of a series of operations, such as 4+3=7. This is indeed a legitimate and pervasive use of the equal sign and one can open any advanced mathematics or science textbook to practically any page to find this use being employed. Hence, the calculator use of the equal sign is not incorrect; it is simply only one use of this sign.

An understanding of the relational meaning of the equal sign, on the other hand, as Mr. Caprano notes. would enable students, to provide the answer of 7 to the problem 4+3+2= __ + 2.

In studies involving more than 2500 students conducted with the assistance of researcher Larry Barber, the results are conclusive: students as early as the 4th grade can solve equations such as 4x+3= 3x+9, thereby demonstrating that a) they understand the relational meaning of the equal sign, b) they can understand the concept of an unknown and c) they can work with equations having unknowns on both sides of the equal sign. This research can be found on www.borenson.com.

A video of an 8-year old solving 4x+5=2x+13 can be found by going to YouTube and searching for Algebra Hands-On Equations.

What is particularly interesting about this approach is that students pick up the relational meaning of the equal sign in only a few lessons. The students EXPERIENCE the new meaning of the sign. They quickly learn that the correct value of the unknown will make both sides have the same value.

For teachers not using Hands-On Equations, I would recommend an approach whereby the students experience the relational use of the equal sign in gradually more complex examples. In other words, the teacher gradually enables students to develop meaning to expressions such as 10= 4 + 6, 7 +3 = 9 + 1, and 10 + 2 = 2 + 5 + 5. Next, the teacher omits any one of the given numbers and asks the class for the missing number. In this manner the student soon learns to correctly answer examples such as 4+3+2= __ + 2.

In summary, there exist sound pedagogical interventions to enable even young students to understand the relational use of the equal sign.